Persona: Martín Monje, Elena María
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Martín Monje
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Elena María
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Publicación Analysing student participation in Foreign Language MOOCs: a case study(P.A.U. Education, 2014) Bárcena Madera, María Elena; Read, Timothy Martin; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresThis article discusses the theoretical aspects and practical applications of foreign language massive open online courses (henceforth, LMOOCs). Firstly, LMOOCs are presented as a fairly recent didactic modality that has emerged with an enormous potential for rich, flexible, and attractive collaborative learning and social interaction, in a world where huge economic unbalance gives rise to people with very different access opportunities to both formal language training and the diverse communicative scenarios that enhance the development of language competences. Secondly, the article also analyses the opposing views of LMOOCs presented by skeptical experts. While the practicality of this educational model is generally accepted as providing ‘useful experiences’ with more or less epistemological value, there is still some fundamental doubt that this educational model will actually be useful in helping students gain a command of a foreign language. Thirdly and finally, some of the conventional course quality factors are questioned, namely student participation, dropout and satisfaction. This will be illustrated with data from a sample course undertaken by Bárcena and Martín-Monje: “Professional English”, the first LMOOC in Spain, with over 40,000 students.Publicación Análisis de la evaluación multicíclica en la construcción colaborativa de un repositorio digital de recursos de aprendizaje para Inglés Profesional(Universidad Nacional de Educación a Distancia (UNED), 2014) Bárcena Madera, María Elena; Talaván Zanón, Noa; Martín Monje, Elena María; Sánchez-Elvira Paniagua, Ángeles; Santamaría Lancho, MiguelPublicación Preparación de la PAU de inglés como lengua extranjera con el apoyo del aula virtual de moodle(Universidad Nacional de Educación a Distancia (España). Facultad de Filología. Departamento de Filologías Extranjeras y sus Lingüísticas, 2010-07-02) Martín Monje, Elena María; Varela Méndez, RaquelPublicación Using MS TEAMS for online peer assessment: an innovative educational proposal(EADTU, 2022) Díez-Arcón, Paz; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores; Díez-Arcón, PazPublicación Language MOOCs as an Emerging Field of Research: From Theory to Practice(Springer, 2023-04-15) Martín Monje, Elena MaríaLanguage MOOCs (Massive Open Online Courses) have been identified as an emergent and expanding field of research. They represent an innovative educational proposal that emphasizes the open and social side of language learning in digital environments. This chapter offers an overview of the state of the art in the field, with distinct parts. First, it shows the progress made in scholarly research -in terms of the conceptualization, theoretical foundations, and current research trends in LMOOCs (Language MOOCs). Then it focuses on what constitutes best practice in LMOOCs for English learning: it establishes a taxonomy of courses on offer, the learning scenarios in which they can be implemented, and most importantly, describes their specificities, key elements, and functionalities. Finally, it offers guidelines for teachers and researchers interested in creating quality LMOOCs for English teaching and learning.Publicación Data-driven learning to improve writing skills in foreign languages(EADTU, 2022) Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresPublicación Improving quality of teaching in MOOCs: A practical analysis of the new instructor role in the sMOOC model proposed by the European ECO project(IATED, 2015-07-06) Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena MaríaThe disruptive emergence of Massive Open Online Courses (MOOCs) in 2011 has led to a redefinition of the educational landscape in online instruction. MOOCs constitute a natural evolution of former learning models –based on social networks-, and premises put forward by the OER (Open Educational Resources) movement. Consequently, the need has arisen to investigate the role and competences of the educator in these new virtual environments. Such is the interest in the field, that it has become an emerging area of enquiry, putting it in relation with the two original types of MOOCs: cMOOCs (connectivist, network based MOOCs), and xMOOCs (content based MOOCs, much closer to formal models of Higher Education) (Beaven 2014, Castrillo 2014, Sokolik 2014). It is in this context that the ECO Project* has been devised. It proposes an innovative MOOC model that aims to improve quality, access and equity in education: the sMOOC, a social and seamless MOOC typology. It is ‘social’ because it is based on network learning practices and ‘seamless’ because it intends to transcend both real-life and conceptual boundaries, enabling a wide spectrum of approaches and contexts related to the different languages, cultures, settings, pedagogies and technologies. Thus, this paper will provide a practical analysis of the new instructor role and competences in this innovative sMOOC model, which combines the content based typology with the participation and debate through social networks.Publicación 'Thinking about learning' exploring the use of metacognitive strategies in online collaborative projects for distance professional English learning(Universidad de Valladolid, 2014) Bárcena Madera, María Elena; Martín Monje, Elena María; Talaván Zanón, NoaEste artículo explora el uso de estrategias metacognitivas en un contexto de proyectos lingüísticos colaborativos en línea, partiendo de la premisa de que pueden desvelar ciertas presuposiciones falsas relativas al aprendizaje de lenguas en línea y por tanto propiciar procesos de aprendizaje autónomo documentados, auto-regulados y potencialmente efectivos. Esta investigación parte de un proyecto piloto finalizado recientemente llamado The Professional English Workbench, que incluyó agrupaciones de alumnos basadas en tareas y un proceso de evaluación (tanto propia como externa) multi-cíclico, basado en el uso de rúbricas que tenían como objetivo principal la activación y mejora del uso de la metacognición. Tal y como se explica en el artículo, en este proyecto participaron estudiantes voluntarios de tres asignaturas relacionadas con el inglés profesional del grado de Turismo de la UNED, una institución de educación superior a distancia que hace uso de metodología de aprendizaje mixto centrada en la educación en línea a través de su plataforma virtual. Tras presentar tanto el funcionamiento del proyecto como el análisis de los resultados, se da respuesta a las preguntas de investigación iniciales, relacionadas con la opinión de los alumnos acerca de las tareas de colaboración llevadas a cabo y las posibilidades de mejora de la competencia metacognitiva en el contexto del proceso de aprendizaje de una segunda lengua.Publicación Training in Digital and Didactic Competences for Future Foreign Language Teachers: Reflecting on the Learning Process(Universitat de Valencia, 2024-07-22) Díez-Arcón, Paz; Martín Monje, Elena MaríaThis study explores the evolution in the self-perceived digital and didactic competences of student-teachers completing a course on "Teaching English as a Foreign Language". The main aim of the research was to assess the impact of the integrated practice of these two competences through the completion of specific tasks. The research method chosen was mixed (quantitative and qualitative), and the self-reflection tools used were the SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) for digital competences and EPOSTL (European Portfolio for Student Teachers of Languages) for didactic competences. A total of 244 student-teachers participated in this innovative proposal during the academic year 2021-22. They had to complete collaborative tasks addressing both competences: pre-task video discussions, lesson planning, and post-task video presentations. They made use of MS Office 365 and Teams for their collaborative work. Results show that their perception of digital competence fluctuates but shows an overall improvement, while their perceived progress in didactic competence is more erratic, with a more positive result in the pre-task and in the task, but not in the post-task. This study contributes to gaining a deeper understanding of digital and didactic competence practice in teacher training, underlining the effectiveness of an integrated approach.Publicación Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment(Shahid Chamran University of Ahvaz, 2024-10) Martín Monje, Elena María; Bárcena Madera, María ElenaThis article discusses the affordances and limitations of an automatic text evaluator in the context of the online teaching/learning of composition writing skills within a specialised linguistic domain, namely, English for Tourism. The system, named G-Rubric, was designed and built by an interdisciplinary team of linguists, psychologists, educationalists, and computer engineers to explore the applicability of data-driven language learning in education, for which it subsequently obtained several awards and distinctions. This article describes the adaptation process of G-Rubric to English for Tourism, contextualized in a distance learning university degree, and analyses its potential to substitute or complement frontline tutors in the task of revising and assessing student compositions. Two types of textual evaluation are provided by G-Rubric: numerical grading and focused feedback on form (writing) and function (content). Content evaluation is based on pattern-matching and machine reasoning against a specialised corpus and associated knowledge previously inserted in the tool as appropriate. The article compares the performance of both tutors and system and proposes specific lines of research to gain insights into their optimal integration.